STEM Touchstones for Teacher Professional Learning: An Analysis of Teacher Content and Pedagogical Content Knowledge in a Place-Based Professional Development Program
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| Title: | STEM Touchstones for Teacher Professional Learning: An Analysis of Teacher Content and Pedagogical Content Knowledge in a Place-Based Professional Development Program |
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| Language: | English |
| Authors: | Toolin, Regina E. (ORCID |
| Source: | Electronic Journal for Research in Science & Mathematics Education. Sum 2022 26(2):32-55. |
| Availability: | Southwestern University and Texas Christian University. TCU Box 297900, Fort Worth, TX 76129. Tel: 817-257-6115; e-mail: ICRSME.Consultation@gmail.com; Web site: http://ejrsme.icrsme.com |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Elementary Secondary Education, Teachers, STEM Education, Faculty Development, Teacher Leadership, Pedagogical Content Knowledge, Knowledge Level, Program Evaluation |
| Geographic Terms: | Vermont |
| ISSN: | 2692-241X |
| Abstract: | The Vermont STEM Leadership Institute (VSTEM) was designed to provide professional learning and leadership opportunities for K-12 educators teaching primarily in high-need schools. The fundamental premise of the program was to actively engage teachers in constructivist curriculum and pedagogy coupled with authentic scientific research experiences within the context of local environments or "places." This study investigated changes in content and pedagogical content knowledge that teachers exhibited in their science teaching practice over the course of their program participation. Data analysis revealed that teachers' science content knowledge and pedagogical content knowledge were enhanced by VSTEM program participation with moderate to strong indications about place-based education, project-based learning, and the importance of engaging students in authentic scientific research. The study found that participants learned new content-specific teaching strategies and implemented standards-based units and lessons that aligned with constructivist theories of teaching and learning. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1345584 |
| Database: | ERIC |
| Abstract: | The Vermont STEM Leadership Institute (VSTEM) was designed to provide professional learning and leadership opportunities for K-12 educators teaching primarily in high-need schools. The fundamental premise of the program was to actively engage teachers in constructivist curriculum and pedagogy coupled with authentic scientific research experiences within the context of local environments or "places." This study investigated changes in content and pedagogical content knowledge that teachers exhibited in their science teaching practice over the course of their program participation. Data analysis revealed that teachers' science content knowledge and pedagogical content knowledge were enhanced by VSTEM program participation with moderate to strong indications about place-based education, project-based learning, and the importance of engaging students in authentic scientific research. The study found that participants learned new content-specific teaching strategies and implemented standards-based units and lessons that aligned with constructivist theories of teaching and learning. |
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| ISSN: | 2692-241X |
